Research has seen a growing recognition of the crucial role pronunciation plays in teaching English as an International Language (EIL), in achieving effective communication and its close link to the mastery of other aspects of language teaching and learning. In spite of its recognised importance, pronunciation is still a marginalised skill in many EIL programmes due to EIL teachers’ lack of required phonetic and phonological knowledge, and the paucity of comprehensive coverage targeted at EIL learners. While there has been much research on phonetic and phonological features of world varieties of English, there has not been a strong research–practice nexus in the field. There is therefore a need to comprehensively review EIL pronunciation teaching, to document what previous research tells us, and to discuss how research can be translated into practice. This article aims to cover a range of current issues concerning EIL pronunciation modelling and theorising, and provides a brief articulation of the current issues surrounding the global spread of English and its theoretical development. Specifically, it considers current EIL research issues, challenges, and their implications for pronunciation practice. It also considers the implications of Gardner’s (2008) Five Minds for the Future for EIL pronunciation teaching and postulates the necessity of a sixth mind to navigate the field in the post-pandemic era.
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